Transition Planning

• Providing effective transition services to promote the successful post-school employment or education of a student with a disability is an important measure of accountability (20 USCA (c)(1401))
• Definition: 20 USC 1401(34)
• results oriented process
• focused on improving the academic and functional achievement of the child to facilitate movement from school to post-school activities, including
• post-secondary ed,
• voc ed,
• integrated employment,
• continuing and adult ed courses,
• adult services,
• independent living or
• community participation,
• based on
• child's needs,
• strengths,
• preferences and
• interests and
• and includes
• instruction,
• related services,
• community experiences,
• development of employment and other post school adult living objectives and
• when appropriate, the acquisition of daily living skills and functional vocational evaluations

If IEP transition services are not provided by outside agency:
school must convene PET to identify alternative strategies to meet transition objectives in IEP (20 USC 1414(d)(6))

Graduation/Age Out
School must provide child with summary of his/her academic achievement and functional performance, including recommendations on how to assist the child in meeting his/her post-secondary goals. 20 USC 1414(c)(5)(B)(ii)